Objective: Given the video tutorial about area and perimeter and bilingual pairs, the student will be able to create three examples of shapes and solve for the area and perimeter.
Procedures:
1. Ask students to get in their bilingual pairs and gather all materials
2. Ask the bilingual pairs to discuss what they already know about area and perimeter
3. As a class, discuss what the class already know. Record on the K-W-L chart
4. Based on the information known, ask the students guiding questions to prompt discussion about what the class will want
to know from the video
5. The bilingual pairs will watch video about area and perimeter. The students will follow along with the video using their
white boards and dry erase markers to work the problems.
6. Teacher will pull small group of students to support the students through this process (based on prior data)
7. Following the video, the teacher will provide each pair three problems to solve. The teacher will check for understanding of
each pair before the students moves forward.
8. After the completion of the three practice problesm, Each group of bilingual partners, will create three shapes and solve
for area and perimeter
Guiding Questions:
Accomodations:
Bilingual Pairs
Netbook and headphones for each bilingual pair
(Google Maps might be a great tool to use when working on perimeter and area. Let me know if you want me to demonstrate a bit. Brian.)
Objective: Given the video tutorial about area and perimeter and bilingual pairs, the student will be able to create three examples of shapes and solve for the area and perimeter.
One netbook for each bilingual pair
Two sets of headphones for each bilingual pair
www.tech4learning.com (KWL chart)
www.khanacademy.org/video/area-and-perimeter?playlist=Geometry (video about area and perimeter)
white boards and dry erase markers
manilla paper and marker
Procedures:
1. Ask students to get in their bilingual pairs and gather all materials
2. Ask the bilingual pairs to discuss what they already know about area and perimeter
3. As a class, discuss what the class already know. Record on the K-W-L chart
4. Based on the information known, ask the students guiding questions to prompt discussion about what the class will want
to know from the video
5. The bilingual pairs will watch video about area and perimeter. The students will follow along with the video using their
white boards and dry erase markers to work the problems.
6. Teacher will pull small group of students to support the students through this process (based on prior data)
7. Following the video, the teacher will provide each pair three problems to solve. The teacher will check for understanding of
each pair before the students moves forward.
8. After the completion of the three practice problesm, Each group of bilingual partners, will create three shapes and solve
for area and perimeter
Guiding Questions:
Accomodations:
Bilingual Pairs
Netbook and headphones for each bilingual pair
(Google Maps might be a great tool to use when working on perimeter and area. Let me know if you want me to demonstrate a bit. Brian.)